مدى اتساق مؤشرات الجودة مع مخرجات التعلم في برنامج بكالوريوس التربية الخاصة بجامعة المجمعة من وجهة نظر أعضاء هيئة التدريس

Abstract EN

The aim of this study was to determine the consistency of quality of performance indicators with the learning outcomes of the Bachelor of Special Education program at Majmaah University from the point of view of the faculty members.

This study was conducted in order to identify the strengths and weaknesses of the program in preparation for developing a set of developmental recommendations.

The sample of the study consists of (25) faculty members from the department of Special Education of both gender.

To achieve the objective of the study, a questionnaire was developed by the researchers and distributed after verifying its validity and stability.

The questionnaire consists of (11) main axes and was associated with five dimensions and contains (42) sub-indicators.

Results were analyzed using statistical processes, including extracting the arithmetical averages and standard deviations of the responses of the participants in the program evaluation.

The results of the study indicate that there are no statistically significant differences between the responses of the participants regarding the level of consistency of the quality indicators in relation to the learning outcomes in the special education program due to the difference of each of the variables (years of experience, degree).

There were statistically significant differences for both dimensions (cognitive skills, psychosocial skills) at the levels of significance (0.05, 0.01), respectively, due to differences in the sex variable, in favor of females.

There is also consistency between the quality indicators and the learning outcomes in the special education program at Majmaah University according to cognitive skills, communication skills, information technology, interpersonal skills and responsibility, and in accordance with psychomotor skills.